Information Processing Theory
Description
In a two-part video, words were flashed on a screen that we
related to football in both parts one and two. Then the video was paused and I
wrote down as many words that I could remember. On the second part of the
video, the words were flashed again then the word football was spelled down the
page like an acronym. All of the words that were flashed began with one of the
letters that spelled out football. When the video paused, I was able to
remember all of the words since the acronym help me remember the words.
Analysis
Information processing theory is the theory based on the idea that
humans process information they receive, rather than only responding to
stimuli. Information processing theory is the theory of learning and memory. In
the video, the memory strategy used is called an acronym or initial letter
strategy. The initial letter strategy is a memory strategy that involves a
reorganization of information in which initial letters of a list to be
memorized are arranged in a more easily remembered word or phrase (Slavin, 2014, p. 145).
Most human learning, particularly school learning, involves making
sense out of information, sorting it in our minds until it fits in a neat and
orderly way, and using old information to help assimilate new learning (Slavin, 2014, p. 145). By
showing the word football in an acronym, the information that I was to recall
was presented to me in a clear organized way which made it easier for me to
remember the information I was supposed to remember. One of the most important
tasks is to make information meaningful to students by representing it and a
clear organized way; by relating it to information already in student’s minds;
and by making sure students have truly understood the concepts being taught and
can apply them to new situations (Slavin, 2014, p. 145).
Reflection
The concept of information processing theory means students
process information differently to memorize it. We as teachers have so many
different types of learners in our classes. When I introduce information to my
students I present it orally and then I add visual supplements to go along with
the information that I present. I make charts and write items down for students
to reference them. Then I reinforce and have the students practice what they
have learned through various activities.
I did not know that there were different memory strategies that
could be taught. There are verbal learning strategies like paired-associate,
serial and free-recall tasks activities that will assist with memorization.
Paired-associate learning involves learning to respond with one member of the
pair when given the other member, usually from a list of pairs to be memorized (Slavin, 2014, p. 142). Several
learning involves learning a list of terms in particular order, while free-recall
learning is memorizing a list of words in no particular order.
To become a better teacher, I will use some of the new methods and
strategies for memorization that I have read about with my class. I can start
students at the kindergarten level to underline key concepts in short passages
and organize their thoughts with outlines and concept maps. Students can also
summarize their ideas with labels and drawings while they take simple notes. We
do use practice tests so students can recall and practice what will be on an
actual test. I also give students test to see what skills I may need to review
and have students practice on those skills.
Some of the positive aspects of information processing are, it's
good to know that there are so many ways and strategies to assistant learning
and memorization. Once I introduce the strategies, it may take some time for
the students to get used to it, but eventually they will understand the
strategies and retain the information I am presenting to them.
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